In "Rethinking Popular Culture and More", Marshall and Sensory examine the "Politics of Children's Literature: What's Wrong with the Rosa Myth?" by Herbert Khol (pages 81-88). The chapter highlights how children's books present an alternative account of Rosa Parks' story, failing to accurately portray her beliefs and the historical context of racism. This misrepresentation persists in elementary education, where students receive inaccurate information about Parks and the Civil Rights Movement. Addressing Racism in education has historically been challenging, particularly for educators who are not a part of the African American culture/diaspora.
The chapter began with "Issues of racism and direct confrontation between African Americans and European American people in the United States are usually considered too sensitive to be dealt with directly in the elementary school classroom (Kohl, 2016)
Myth # 1: This misconception stemmed from the belief that Rosa Parks was a destitute and weary seamstress when she took her stand on the bus in Montgomery, Alabama during the 1950s.
The True Story of Rosa Parks' story is that she was a member of the National Association for the Advancement of Colored People (NAACP). Additionally, she was also vice president of the Brotherhood of Sleeping Car Porters and a seamstress in a large department store. She was not tired when she sat on the bus that fateful day.
It was not the first time that she was asked to remove herself from her seat.
There are others that were arrested for getting on the bus and not giving up their seats. When Rosa Parks was arrested. Due to her involvement with the NAACP, it was easier for the movement to put in place the bus boycott which was planned with the intent to execute in the future.
However, the information taught today distorts this history, depriving marginalized students of their true heritage. Addressing racism and race-related issues can be challenging for white individuals, as Robin DiAngelo discusses in "White Fragility" "When African American and European American are involved in a confrontation in children's texts, the situation is routinely described as a problem between individuals that can be worked out on a personal basis. In a few cases where racism is addressed as a social problem, there has to be a happy ending (Khol, 2016)." Children's texts often present confrontations between African Americans as individual problems that can be resolved personally, sometimes with a happy ending. This approach is inappropriate, particularly for children in marginalized communities who need resilience and accurate information. Educators should provide students with factual knowledge, allowing them to make meaningful connections to their own lives.
Myth #2: "In those days there was still segregation in parts of the United States. That meant that African American and Europeans were not allowed to use the same facilities"
The Chapter acknowledges that educators feel uneasy discussing the topic of legal segregation in the South with elementary school students. Explaining the present-day consequences of segregation is challenging for many educators. Rather than delving into the underlying issue of racism, the emphasis is often placed solely on depicting segregation as the problem. Some educators argue against exposing young children to the violent aspects of segregation due to potential classroom management difficulties and the risk of raising racial issues for African American students. However, there are educators who believe that it is crucial to teach students about the history of segregation as overt racism still exists in our society today.
Myth #3: "Whenever the city buses were crowded, African Americans had to give up seats in front to European Americans and more to the back of the bus"
According to the chapter. African Americans were prohibited from sitting in the front of the bus. Instead, they were assigned a designated section, typically located 5 to 10 rows from the front, known as the "colored section" If the "white" section was full, individuals in the "colored" section were required to move towards the back of the bus
Myth #4: "One day on her way home from work Rosa was tired and sat down at the front of the bus"
On that particular day, Rosa Parks boarded the bus and took a seat in the front row of the designed colored section. However, when a European American passenger entered the bus and the white section was already full, Rosa Parks and three others were requested to give up their seats.
Myth #5: As the bus got crowded she was asked to give up her seat to a European American man, and she refused. The bus driver told her she had to go to the back of the bus, and she still refused to move. The driver called a policeman who arrested Rosa.
In the text "My Soul Is Rested", Rosa Parks' autobiography is referenced, where she recounts the incident that led to her eviction from the bus. According to her account, she was initially asked to move to the back of the bus after refusing to pay the fare. When the driver's first request was ignored by the passengers, he asked a second time, and eventually, a male passenger compiled followed by two female passengers in the same row. However, Rosa Parks remained seated, and when the driver threatened to involve the police, she firmly declined to move. Subsequently, the police were called, and when questioned, the driver affirmed that Parks had been informed of their impending arrival if she refused to comply. When Rosa Parks inquired why they were being treated in such a manner, the police officer responded that he did not know, and eventually, she was arrested.
Myth #6: When other African Americans in Montgomery heard this, they became angry as well. It was then decided from Park's incident that they would refuse to ride the buses until everyone was allowed to ride together. All African Americans boycotted the bus.
Rosa Parks' arrest became a pivotal moment in the Civil Rights Movement. Her arrest, coupled with her affiliation with the NAACP, provided an opportunity for the movement to indicate the planned bus boycott more easily. The boycott was strategically designed and intended to be implemented in the future, and Rosa Parks' arrest played a significant role in its execution.
Myth #7: The boycott, which was led by Dr. Martin Luther King Jr., succeeded. Now African Americans and European Americans can ride the buses together in Montgomery, Alabama, which became a successful milestone in the Civil Rights Movement.
Teachers have a responsibility to be knowledgeable about the information they teach to ensure that their students receive accurate and fair education. It is crucial for educators to base their instruction on the science of learning. By utilizing reliable sources, such as Rosa Parks' autobiography "My Story" written by Jim Haskins in 1992, a more authentic and factual version of history can be presented.
The text suggests that the lack of truth in our schools can be attributed to approved curricula by the government or school districts. Failure to teach the truth at a young age can perpetuate/cause societal oppression.
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